2017 Hurstville South Public School Annual Report

Hurstville South Public SchoolAnnual Report

2017

2198

Printed on: 10 April, 2018 of 14 Hurstville South Public School 2198 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Hurstville South Public School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Michelle Shelton

Principal

School contact details

Hurstville South Public SchoolMaher StHurstville, 2220www.hurstvills-p.schools.nsw.edu.auhurstvills-p.School@det.nsw.edu.au9580 2695


School background

School vision statement

A school of excellence; a place where all students will reach their potential, where all are welcomed, respected andvalued. Together we will nurture and support a successful, innovative and positive culture that enables all to flourish. Allstakeholders share a responsibility for success, high expectations and of life–long learning.

School context

Hurstville South Public School celebrated one hundred years of exemplary community service in 2015. As a microcosmof modern Australia, it has reflected the demographic and social changes that have value–added to the broad Australiansociety over the course of those 100 years. Our school has played its part in firmly establishing Hurstville South as aninnovative and dynamic leader in education.

Currently the school has over five hundred students of diverse socio–economic and cultural backgrounds broughttogether to work and learn in an environment of respect, trust, empathy and endeavour just as the first Australian, theBidigal people would have lived and learnt for centuries before.

With 86% of the school population from a Language Background Other Than English, 53% are of Chinese background.

The school consistently achieves outstanding academic outcomes and offers families a wide range of extra curricularprograms.

The school also has an extensive performing arts program that enable students from Year One to Year Six to participatein dance, choir and band on a weekly basis. The school enjoys wonderful support from the school community inimplementing these programs.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning Domain

In the domain of Learning, Hurstville South Public School is most clearly described as delivering on the SchoolExcellence Framework. In the Curriculum and Learning element teachers need further professional learning to movetowards more consistent and reliable student assessment across the school. In the Learning element of wellbeing,delivering most clearly describes our school. It is evident that our school has built positive, respectful relationshipsbetween staff, students and parents through well delivered programs such as Peer Support, White Ribbon Day and theSOS (Supporting Our Students) program. Our next focus is to use data more regularly to monitor and refine a wholeschool approach to wellbeing and student engagement in order to improve learning. This will be a key feature of our2018–2020 school plan.

In the Learning element of student performance, our high growth scores in NAPLAN lend us to be described more clearlyas excelling. For example, in 2017 71% of students in Year 5 demonstrated greater than or equal to expected growth inreading from Year 3 to Year 5. Also 72.6% of students in Year 5 demonstrated greater than or equal to expected growthin grammar and punctuation from Year 3 to Year 5. Year 3 and Year 5 results in literacy remain well above stateaverage. 79% of students in Year 5 demonstrated greater than or equal to expected growth in numeracy from Year 3 toYear 5. Year 3 and Year 5 results in numeracy remain well above state average.

Teaching Domain

The Teaching domain is linked to our Student Excellence and School Excellence strategic directions. All teachers haveworked hard to develop professional learning goals as part of their Performance and Development Plan. QualityTeaching Supporting Students staffing allocation was used to facilitate teachers working in pairs to jointly constructlesson plans for a lesson study approach in teaching reading. Several staff members from each stage visited aneighbouring school, which was an outstanding learning opportunity. In the Learning element of Professional Standardsour school is more clearly described as sustaining and growing. During 2018 our focus will be on the Learning andDevelopment element. The aim is to implement more effective professional learning for induction, leadership preparationand leadership development.

Leading Domain

In the Leading domain, Hurstville South Public School is best described as delivering on the School ExcellenceFramework. The school's financial and physical resources are maintained, within the constraints of the school budget,and provide a safe environment that supports learning. The school acknowledges and celebrates a wide diversity ofstudent, staff and community achievements.

During 2017 we have managed to develop links with a local university through their Classroom Without Borders program.This has allowed us to offer more support to our students. In 2018 we will be forming a community of practice to furtherimprove educational opportunities for staff and students.

Our school offered students, parents and staff the opportunity to formally give feedback to the school via The Tell ThemFrom Me survey. Feedback was also obtained during P&C meetings, parent forums, discussions with parents and theStudent Representative Council. Student, staff and community consultation was undertaken in more detail this year tohelp inform the 2018 – 2020 school plan. These opportunities were well received and a school plan which incorporatesthe results of this consultation has been developed.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Student Excellence

Purpose

To develop approaches which build the capabilities of all students to ensure they are involved in identifying their ownlearning goals, celebrating success, monitoring their own achievement and developing the skills which will help them tosucceed at, and beyond our school.

Overall summary of progress

Throughout 2017 we have continued to move towards students achieving excellence in a range of areas. This progresshas included:

• Undertaking a review of the existing resources to identify deficits in quality and quantity of resources and additionalresources were purchased to support the teaching of concepts and skills in History and Geography

• Stage teams of teachers reviewing and teaching collaborated units in Science that utilise inquiry based learning • Development of an updated odd and even year stage based Science scope and sequence • Laptops and charging trolleys purchased for use by Stage 2 and 3 students and all staff have receiving

professional learning in using G–suite and Microsoft 365 which is now being used by an increasing percentage ofstudents and teachers in the school

• Collaboration being used in some stage teams and by the executive to increase the use of Microsoft 365 andG–Suite in our everyday practice

• School values being mentioned at all whole school assemblies and teachers highlighting values regularly inclassrooms.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

More than 90% of studentsengaged in inquiry basedlearning skills to develop scientificvalues and attitudes.

$3000 Increasing % of students have been engaged insome inquiry based learning during Sciencelessons and teachers are aware of the need tocontinue to improve inquiry based scienceinstruction.

100% of stage 3 studentsaccessing online learning tools toenrich learning experiences.

Software is provided byDepartment of Education.

Professional learning wascompleted in staff meetingtime and was provided atno additional cost.

Increasing numbers of Stage 2 & 3 studentsexposed to using online learning tools tocompliment and enrich learning.

Some students are starting to produce and share work with their peers and teachers.

Additional funds will need to be spent in 2018 toenable teachers to achieve this improvementmeasure.

Next Steps

In order to further strengthen our school in these areas our next steps are to: • Implement updated Science scope and sequence and check the quality of scope and sequences in other

curriculum areas • Continue to purchase additional laptops and charging trolleys to give students greater access to laptops so that

they can be used more frequently in learning activities • Set up small banks of iPads for each class so that all students can access iPads as required • Continue staff collaboration in using G–Suite and Microsoft 365 for programming and online sharing • Continue to consolidate our school values program in all classrooms for 2018.



School Excellence

Purpose

To inspire and create excellence in teaching and learning to provide positive, personalised and differentiatedexperiences through focused professional development. All students will achieve success and become confident 21century citizens.


Throughout 2017 we have continued to move towards achieving school excellence in a range of areas. This progresshas included:

• Seven teachers (including all school executive) forming a Focus on Reading Phase 1 leadership team trained astrainers and attending eight days of training throughout 2017

• Focus on Reading Phase 1 module 1 registered professional learning being completed by most staff with an initialfocus on the super six comprehension strategies to further improve reading results

• Executive staff tracking student data and discussing student progress in literacy and numeracy via PLAN andSMART

• New staff trained in Targeting Early Numeracy (TEN) and results being tracked as required.





Greater than 90% of staffengaged in quality literacy andnumeracy professional learningwhich is linked to staffPerformance Development Plangoals.

$15,000

Registered professionallearning completed by 7staff members over 8 days.

Purchased 35 x Focus onReading ProfessionalLearning folders to be usedby all staff.

School has a team of executive and teacherstrained as instructors in Focus on Reading Phase 1.

Greater than 90% of staff have complete Module 1Focus on Reading Professional learning which is 14hours of registered professional learning.

All teaching staff Professional Development planscontained a comprehension goal and included ateacher observation as evidence.

All Kindergarten teachers usingBest Start data and an increased% of teachers using PLAN data tomonitor and track students toguide programming.

Best Start assessmentcompleted by all staff.

Professional Learning forteachers in stage meetingsas required.

K–2 staff have increased their use of PLAN and it isbeing increasingly used to help in planningadjustments for student learning.

PLAN has been used to demonstrate differentiationin class programs.

Next Steps

In order to further strengthen our school in these areas our next steps are: • Whole staff professional learning will be undertaken in using learning progressions in literacy and numeracy and

staff will be supported in making the change from using PLAN (Planning literacy and numeracy software) to PLAN2(Planning Literacy and Numeracy software version 2 matched to learning progressions

• Training in Focus on Reading module 3 and 3 will be undertaken in 2018 • Training in Targeting Early Numeracy (TEN) for new staff will continue in 2018 • Literacy and numeracy will remain at the centre of school planning for the 2018–2020 school plan.



Community Excellence

Purpose

To continue to build strong respectful relationships between our school and community, enhance communityengagement and enrich learning opportunities for all. Through reflective practices we will sustain and nurture ourcommunity and cultural partnerships.


Throughout 2017 we have continued to move towards achieving community excellence in a range of areas. Thisprogress has included:

• Our SOS (Supporting Our Students) program continued this year and provided learning support to a growingnumber of students in our school

• Strong links have been developed with Western Sydney University (WSU) through the Classroom Without Bordersprogram. This involved our Learning and Support Teacher and pre – service teachers delivering a mathematicsand a literacy intervention program to target students who require support. This program has been very successfuland will continue in 2018 to support our students

• Community Language Other Than English (CLOTE) team established stronger links with the Chinese communitythrough our involvement in Chinese cultural dance, China Day, Chinese Language Spectacular and our DragonDance group performances. CLOTE students also performed for all K–6 students in Chinese, with Englishsubtitles, as a celebration of the Autumn Festival

• Our strategic direction team, P & C representative and a graphic designer employed by the school, workedtogether to update our school logo, school letterhead and the school website.

• The school leadership team and the P & C executive have consulted with members of the community, parents,staff and students to review the progress on the current School Plan.





Increase % of parents trained bystaff in the Supporting OurStudents (SOS) program andworking within our school.

$20,000

Additional day of staffing forLearning and SupportTeacher.

Over the 3 years of the school plan there has beenan increased % of parents trained and deliveringtutoring programs to our students.

There has also been an increased number ofopportunities to connect with the school community.

Over 70% of parents and / orcarers are satisfied with theeffectiveness of communicationbetween school and home.

$3000

To employ graphic designerand pay for printing requiredfor new stationery.

89% of parents found the school website useful orvery useful for communicating news about theschool.

85% of parents found the school newsletter usefulor very useful for communicating news about theschool.

84% of parents found formal interviews useful orvery useful for discussing their child with the school.

Next Steps

In order to further strengthen our school in these areas our next steps are: • Continue WSU program in literacy and numeracy and increase number of tutors (Magic Maths and BEAR) • Continue Parent workshops for Connecting Parents in our Community (CPC) and Language Links (LL) • From the start of 2018 we will be introducing a new platform for communicating with parents. This will allow us to

improve communication using email, SMS and push alerts. This will be a more streamlined process for parentswith all communication in one location.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $2 595 All Personalised Learning Pathways (PLP)completed for indigenous students.

School learning Support Officer (SLSO)support delivered to identified studentsrequiring personalised learning.

Teacher attended professional learning onAboriginal education and developed PLPtemplate.

English language proficiency $325 009 3 English as an Additional Language orDialect (EAL/D) teachers worked across theschool to provide a well targeted and effectiveprogram for all EAL/D students.

Refurbishment of EAL/D room includingstudent furniture, cupboards andnoticeboards.

Purchase of EAL/D resources to supportstudent learning.

Low level adjustment for disability $95 125 1 LaST 3 days per week and additional LaSTtime of 8 hours per week to meet an increasein student needs.

All students identified with additional needshave individual learning plans which arereviewed with parent consultation.

Pre–school visits were conducted as part ofthe transition to school program forKindergarten enrolments with additionalneeds.

Quality Teaching, SuccessfulStudents (QTSS)

Staffing Allocation

0.370 Semester 1

0.848 Semester 2

Staff attended professional learning for Focuson Reading to develop school trainers.

Teacher teams across year levels visitedConnells Point Public School to observeFocus On Reading program in classrooms.

Teachers observe colleagues practice in theimplementation of Focus on Readingstrategies.

Executive team work with stage teams todevelop quality teaching practice.

Socio–economic background $23 765 SLSO employed to support student needsacross the school setting.

Full language assessments conducted foridentified students.

Student Assistance provided for schoolactivities as required.

Support for beginning teachers $16 320 2 Beginning teachers continued to receiveadditional time in their second year ofteaching for planning and collaboration.

Beginning teachers accessed professionallearning and made observations of classroompractice.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 251 249 243 259

Girls 230 242 254 247

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.4 94.6 93.3 93.9

1 95.5 93.7 95.9 93.1

2 95.7 97 94.6 93.8

3 95.7 93.8 96 94.5

4 96.3 95.5 96.1 96.1

5 95.7 97 97 95.7

6 95 94.3 94.8 92.9

All Years 95.7 95.1 95.4 94.3

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

All teaching staff are issued with a copy of StudentAttendance Procedures and informed of theirresponsibilities regarding student attendance duringinduction or at the beginning of the new school year.Teachers mark electronic rolls each school day andcommunicate with parents regarding reasons forstudent absences.

Student attendance is also monitored fortnightly andour Learning Support Team works in partnership withparents to identify and implement strategies thataddress the learning and support needs of a studentwith concerning attendance patterns. Application forHome School Liaison support will be made by theLearning and Support Team as required.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 18.01

Teacher of Reading Recovery 0.53

Learning & Support Teacher(s) 0.6

Teacher Librarian 1

Teacher of ESL 3

School Counsellor 0

School Administration & SupportStaff

2.96

Other Positions 2

*Full Time Equivalent

The Australian Education Regulation, 2014, requiresschools to report on the Aboriginal composition of theirwork force. No members of the staff at Hurstville SouthPublic School identify as Aboriginal.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

During 2017 professional learning was facilitated viastaff development days, staff meetings, stage meetings,online courses and face to face training. Some of thehighlights include: • Seven staff trained as instructors in delivering

Focus on Reading Phase 1 which is allowing usto gradually present the whole program to all staff

• Executive and aspiring leaders attended a rangeof leadership professional learning experiencesthroughout the year to continue to develop theseskills

• Staff member attended professional learning in


Aboriginal Education • Staff members completed CPR and anaphylaxis

training • a small group of teachers also completed the

process of gaining accreditation at the proficientstage of the Australian Professional standards forteachers.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 330,622

Revenue 4,350,104

Appropriation 4,037,874

Sale of Goods and Services 20,942

Grants and Contributions 285,628

Gain and Loss 0

Other Revenue 0

Investment Income 5,660

Expenses -4,352,098

Recurrent Expenses -4,352,098

Employee Related -3,828,630

Operating Expenses -523,468

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-1,994

Balance Carried Forward 328,628

Hurstville South Public School has a finance committeethat meets as required to make decisions regardinghow to spend school funds and this is compliant withfinancial policy requirements.

Additional building and playground renovations will becompleted in 2018 and some money has been savedfor this purpose.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 3,164,420

Base Per Capita 75,955

Base Location 0

Other Base 3,088,465

Equity Total 446,494

Equity Aboriginal 2,595

Equity Socio economic 23,765

Equity Language 325,009

Equity Disability 95,125

Targeted Total 21,395

Other Total 297,689

Grand Total 3,929,998

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

It is pleasing to see that 71% of students in Year 5show greater than or equal to expected growth inreading from Year 3 to Year 5. Also 72.6% of studentsin Year 5 show greater than or equal to expectedgrowth in grammar and punctuation from Year 3 toYear 5. Year 3 and Year 5 results in literacy remain wellabove state average.


79% of students in Year 5 show greater than or equalto expected growth in numeracy from Year 3 to Year 5.Year 3 and Year 5 results in numeracy remain wellabove state average.

Parent/caregiver, student, teachersatisfaction

Student Satisfaction Survey

One hundred and sixty nine students in Years 4, 5 and6 completed the Tell Them From Me survey inSeptember. The student survey asked students 10questions based on their social–emotional outcomesand the drivers of these outcomes. The survey resultsprovided the following information: • 95% of students indicated that they demonstrate

positive behaviour at school with 89% reportingthat they have friends at school they can trust andwho encourage them to make positive choices.The mean results were above the NSWGovernment Norm and above the norm for bothgirls and boys in both areas.

• 81% of students reported that they are interestedand motivated in their learning with 94% ofstudents indicating that they try hard to succeed.They agree that the school has a positive learningenvironment with high expectations for successand advocacy at school where they areencouraged and supported.

Parent Satisfaction

Parents completed the Tell Them From Me survey andthe survey results provided the following information: • Parents rated school safety, feeling welcome at

the school and being informed as schoolstrengths and these were rated at a similar levelto the average rating of other parents in NSWGovernment schools.

• 91% of our parents expect that their child/childrenwill go to university showing that our parents holdhigh expectations of successful education.

• Parents rated the school support of positivebehaviour a little lower than other parents in NSWGovernment schools and this is an area we haveselected to focus on in our 2018 – 2020 schoolplan.

Teacher Satisfaction survey

Teachers completed the Tell Them From Me surveyand the survey results provided the followinginformation: • 84% of teachers either agree or strongly agree

that school leaders are leading improvement andchange within the school

• 84% also agree or strongly agree that schoolleaders clearly communicate the strategic visionand values for the school

• teachers rated collaboration and learning cultureas school strengths and these were rated at asimilar level to the rating of other teachers inNSW Government school ratings.

Thank you to everyone who completed a survey andadded valuable data to our school review process.


Policy requirements

Aboriginal education

Hurstville South Public School is committed toimproving Aboriginal and Torres Strait Islander studentseducational outcomes by providing students with theopportunity to participate in cultural activities and bydeveloping Personalised Learning Pathways withAboriginal students and their families. Acrosscurriculum perspectives are included in all learningareas. A specific focus on Aboriginal Education istaught in Human Society and its Environment.

Hurstville South Public School also held a specialassembly in the school hall this year to celebrateNAIDOC Week. This assembly celebrated thecontribution of Aboriginal and Torres Strait Islanderpeoples to Australian history, society and culture.Students dressed in red, black or yellow, the colours ofthe Aboriginal flag, for the day. Students all contributedto an artwork based on Aboriginal painting techniquesand this was displayed on the wall in the school hall.

Multicultural and anti-racism education

Hurstville South Public School is proud of its diversemulticultural community. We promote tolerance andunderstanding of other cultures through our wholeschool values education program.

All of our students attend two hours per week ofChinese language and culture lessons through ourCommunity Language other than English (CLOTE) andLanguages Other Than English (LOTE) program.

Students were involved in the Sydney ChineseLanguage Spectacular this year. There were 18 of ourstudents in the combined choir and dragon dancing atSydney Town Hall. It was a very memorable experienceseeing our students with our dragons on the steps ofthe town hall. I am sure the photos taken were proudlyshared with friends and family in Australia and aroundthe world.

It was an absolute delight to see our school communityengaged in the Student Representative Council“Working Together Day” this year. Students, parentsand grandparents wore traditional dress from thecountry of their cultural origin or dressed in the coloursof their selected class flag. The cultural diversity withinour school was proudly on display!

All students participated in sporting activities related todifferent continents which were designed by ourStudent Representative Council. This created a lot oflearning about different cultures around the world.


2017 Hurstville South Public School Annual Report

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